Research On Teachers’ Willingness To Participate In Engineering Professional Certification

The engineering education professional certification adheres to the concepts of "student-centered","output-oriented" and "continuous improvement",and is committed to improving the quality of engineering education.The willingness of teachers to participate in engineering professional certification affects the actual effect of certification work.At present,China’s engineering education accreditation research is in its infancy.The research focuses on the introduction and reflection of foreign accreditation experience and the localized exploration of accreditation concepts and standards.Few scholars pay attention to the participation of teachers and the factors that affect teachers’ willingness to participate in engineering professional certificationBased on the Theory of Planned Behavior,this study adopts qualitative research methods to explore teachers’ willingness and its influencing factors to participate in engineering professional certification accredit.Research interviewed 9 teachers of different engineering majors in H University and collected a large amount of first-hand information.Coding the collected data with the help of Nvivo12,the article describes the willingness,attitude,subjective norm,and perceived behavior control of teachers to participate in the professional certification of engineering education,and then conducts analysis and discussion.The study found that: at present,teachers’ willingness to participate in certification work is low and they generally lack initiative in their work and show a low degree of engagement.Teachers’ willingness to participate in certification is affected by many factors.The main factors include not only the teacher’s internal attitude,subjective norm and perceived behavioral control,but also the external background factors of teachers.The three internal factors have different influences on teachers’ participation behavior.They influence and interact with each other.As a whole,they affect teachers’ accreditation participation behavior.Due to the top-down accreditation development process and basic system in China,teachers’ subjective norm and perceived behavioral control have a significant impact on teachers’ willingness to participate.Finally,the background factors of the Theory of Planned Behavior,including college evaluation system and teaching evaluation environment,high-knowledge groups,and teachers’ roles in certification.These background factors also have an important impact on teachers’ willingness to participate.Based on the above research and findings,this paper discusses the methods and paths to improve teachers’ willingness to participate and promote the professional certification of engineering education from appearance to spiritual similarity.First,to enhance teachers’ understanding of certification;second,to continuously improve the construction of relevant systems and mechanisms for certification;third,to promote multi-party cooperation in certification work.